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ERIC Number: ED248044
Record Type: Non-Journal
Publication Date: 1984-Jun
Pages: 11
Abstractor: N/A
Reference Count: N/A
Teacher as Learner in the Academic Nursery School.
Moss, Vanessa D.; Black, Harvey
Described in this document are elements of a child-directed curriculum as implemented in the context of an academic nursery school. The teacher's role in adult-child interactions is seen as one that involves (1) learning emotionally, intellectually, and contextually from children; (2) focusing on the child's immediate needs, thereby motivating learning; (3) participating in dialogues with children; (4) listening to the child in a directed manner to perceive what evokes his or her curiosity and emotional response; (5) probing into the imagining and inquiries of the child; (6) reassuring the child by showing personal warmth and caring and giving much positive emotional support; (7) quietly expecting from children high levels of involvement in learning without resorting to antagonistic coercion or provoking frustration or hurry; (8) expecting that any child can succeed brilliantly; (9) reducing competition between children by talking and listening to each child; and (10) using fortuitous events and surprises to further the individual child's learning. (RH)
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A